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INTRODUCTION
In 1959, when the Chinese forcibly took over Tibet and compelled the Tibetan people, under the leadership of His Holiness the Dalai Lama, to seek political asylum in India, they set in motion a chain of events that sent shock waves throughout the world. More than 80000 of us Tibetans were suddenly deprived of our homes and livelihoods, forced to leave the citadel of our cultural and religious traditions and compelled to survive in alien world.
Twenty five years is a substantial part of any person's life, particularly for people driven into exile. Yet in terms of preserving an identity, the result of a unique history and a unique cultural heritage, while at the same time adjusting to life in a foreign land, twenty five years is not a very long period for the accomplishment of such difficult tasks.
The world has, in this century, seen other such disruptions, the victims of which in due time were swallowed up by the cultures and values of their adopted countries. For us Tibetans in exile, however, it was of paramount importance that we maintain our identity and at the same time prepare ourselves to take on the new challenges posed by advanced ideas and technology.
His Holiness the Dalai lama emphasized this latter aspect when speaking of the importance of education. He said: " When we look back into our history we find that we have neglected many things. Our goal for now and the future should be to keep abreast with other people of the world in all aspects of educational progress and development. Therefore, after coming to India as refugees, our primary initiative has been the education of our children and rehabilitation of our people"
Although there are a few Tibetan Children who, having crossed into India during 1959, were already being educated at schools in Kalimpong and Darjeeeling,the first real step in the direction indicated by His Holiness took place on the cold and windy morning of March 3,1960 only a year after the Tibetan exile began. On that date His Holiness the Dalai Lama initiated the first move forward when he formally opened a school at Mussoorie. This modest beginning, with only 50 students, was to blossom in the years to come into a gigantic effort which by the end of 1984 saw more than 37500 Tibetan children receive a moderate level of education. A few of these went on to universities, medical and engineering colleges and vocational institutes. After finishing their higher education, in more than 80% of the cases , came back to their people to share their knowledge and experience.
The minority that did not join the efforts of the Central Tibetan Administration in India itself continued to work elsewhere and have become self-sufficient. But even they have maintained a strong link with their community and when the need has arisen, have generously contributed in various ways to the aid of their brethren.
To maintain a rapid pace in educating as many young Tibetans as possible, 84 schools in India, Nepal and Bhutan were set up by the end of 1984 on the primary, middle and higher secondary levels.
A few vocational programs were also initiated and many young Tibetans learnt a trade. They were absorbed into the growing work force needed for the running of the Tibetan set-up in exile with its headquarter in Dharamsala.
The widespread educational program took a definite shape in 1960 when His Holiness appealed to the Government of India for the help to educate Tibetans in India. The government of India reacted generously and under the stewardship of the late Prime Minister , Pandit Jawaharlal Nehru, a special educational scheme was set up for Tibetan Children. It was to become the backbone of the educational program for the Tibetan children and has been the mainstay of efforts in this direction for the last 25 years.
To achieve the objectives, an autonomous body, the Tibetan Schools Society ,was set up in 1961 by resolution of the Government of India, Ministry of Education and youth Services(now the ministry of Education) and registered under the societies for the Education of Tibetan refugees in India.
Pandit Nehru had this educational scheme drawn up under his personal supervision. The Education Minister, as Chairman, was to look after the implementation of this program. Broadly, the objectives were: first to establish special public schools and set up a society to run these schools on the lines of public schools like love Dale-Shimla and St.Lawrence-Sanawar. Secondly, Tibetan culture and religion were to be given their due importance along side a general modern education. Finally, Tibetans were to be involved at all levels-as principals of the schools and members of the Governing Board of the Society , nominated by His Holiness the Dalai lama.
Furthermore, even those groups of children who are in early sixties were sent abroad for education had to be accompanied by Tibetan foster parents. This was done to ensure that these children , while receiving a modern education would simultaneously be educated in the best traditions of their history, culture and religion.
In India the need for Tibetan participation in the educational process was clearly recognized and the Tibetan school's society was set up with both Tibetan Representatives and Representatives of the Government of India. The society was duly registered in 1961 and prompt decisions were taken and implemented by the Governing Body. In 1970 the Society was renamed the Central Tibetan Schools Administration,(CTSA) and since 1978 the chairmanship of the Governing Body was given to a joint Secretary in the Ministry of Education, Government of India.
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